Impact of Game-Based Instructions On Learning Irregular Verbs at Primary
Abstract
The paper aims to investigate the impact of mobile assisted language learning on irregular verbs and in a classroom setting. This research uses Siemen (2005) and Downes (2006) Connectivism as a theoretical framework. This is a quantitative research; to investigate the impact of mobile assisted language learning experimental design with pretest posttest will be used. The data was collected from ten (10) participants in each group; experimental group and control group. This study is significant since it will enable the educational institutions and curriculum designers to incorporate mobile technology in ESL classroom context, this research will also be beneficial for the future researchers of this field to investigate the use of technology in ESL classroom context.
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